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Traumatic Stress Cohort 6, (Scott - Injury) An injury that occurs to a…

- - - - School-based support and increased understanding are essential when a student experiences the death of a friend or loved one. While each student will be affected differently depending on his or her developmental level, cultural beliefs, personal characteristics, family situation, and previous experiences. There are some strategies that can be helpful in supporting bereaved students.
        
        Some of the symptoms prevalent in elementary students dealing with a death of a close family member in school are;
        Regression to earlier behaviours
        Fighting, anger
        Difficulty paying attention and concentrating
        Daydreaming
        Not completing homework or assignments
        Sleepiness
        Withdrawal
        Shock
        Annoyance
        Nightmares
        Trouble focusing or concentrating
        Anger
        Feelings of anxiety
        
        Normalize expressed feelings by telling students such are common after a death. However, if their expressions include risk to self (e.g. suicidal thoughts) or others, refer immediately to the appropriate professionals.
        
        Consider a student’s intellectual abilities, behaviour, and conceptual understanding of death. For children with developmental disabilities. Their limited communication skills do not mean they are unaffected by the death. Behaviours such as increased frustration and compulsivity, relationship difficulties, and increased self-stimulatory behaviours may be expressions of grief.
        
        Keep in mind that some children may have a difficult time expressing their feelings or may not feel comfortable talking at school. Do not pressure these students to talk. Some may prefer writing, drawing, listening to music, or playing a game instead of talking about their feelings. Provide students with a variety of options for expressing grief.
        
        talking with children
        
        Child Mind Institute
        
        Be understanding and tolerant of common grief reactions which include: decreased appetite, difficulty sleeping, a decreased ability to concentrate, increased sadness, and social withdrawal. Students sometimes also feel anger toward the deceased for leaving them.
        
        References
        Accredited Schools online, April 2021, Students Coping with Grief & Loss at School. Retrieved July 27 , 2021 from https://www.accreditedschoolsonline.org/resources/managing-grief/
        Purdue University, April 2006, Grief has impact on college students' academic performance. Retrieved July 2021, from https://www.purdue.edu/uns/html4ever/2006/060404.Seib.study.html
        Medpage Today, March 2014, Parent's Death Has Long-Term Effect on Kids' Grades. Retrieved July 27 2021, from https://www.medpagetoday.com/pediatrics/generalpediatrics/44719
  - - - Avoidance
        Children may try to avoid reminders, activities, thoughts and feelings related to the event.
        Withdrawal from friends and social interactions.
      - Frequent nightmares about the event
      - Increased sensitivity to sights, sounds or other stimuli related to the event
      - Nervousness
      - Academic problems or decline, refusing to attend school, trouble with memory and concentration
      - Increased aggression, anger and irritability
      - Moodiness
    - - One lead person should be responsible for communication about the school’s policies and another person, preferably a mental health professional, should provide support to the school community.
      - Keep parents informed of the school’s activities and recommendations
      - Resume with the structure and routine of the school day
        Returning to a routine will help the students feel that the disaster or trauma has not taken control over every aspect of their daily lives.
      - Encourage children to take up a new hobby or engage in enjoyable activities Keeping children engaged in activities will serve as a distraction and help them cope effectively.
      - Allow for classroom discussions about the event Classroom discussions should be optional for those students who wish to speak about what happened.The teacher or discussion leader should ask open-ended questions, encourage listening without interrupting and leave his or her own feelings outside of the discussion.
    - - Helping Your Child Cope After a Disaster
        https://www.youtube.com/watch?v=_qA-csgFa8k
      - Helping Children and Families After Disasters
        https://www.youtube.com/watch?v=7GcCSdk41-Y
    - - The National Child Traumatic Stress Network (2021). What is Child Trauma? Retrieved July 27,2021 from https://www.nctsn.org/what-is-child-trauma/about-child-trauma
        The faculty and staff of the New York University Child Study Center (2006). Caring for Kids After Trauma, Disaster and Death. Retrieved July 27,2021 from https://www.eird.org/isdr-biblio/PDF/Caring%20for%20kids%20after%20trauma.pdf
  - - - Reexperiencing
        The student may be constantly thinking about the event, replaying it over in their minds. This can lower their attention and inhibit their ability to focus.
        This also can also effect their sleeping patterns due to disrupted sleep.
        
        This can cause the student to be withdrawn and unfocused during a lesson. Compounded with the lack of sleep the student can retreat further into the reexperiencing cycle.
        
        Solutions
        Students who experience these symptoms in the class are more than likely experiencing a form of PTSD. The impacts of this can be far-reaching, long-lasting, and can impact students' ability to access their education. In general there are ways to support and help students:
        Communicate with counselors. Communicate with the school counselor about what you have witnessed. Making them aware of the situation and seeking advice of help can be greatly beneficial in learning how to handle the situation and creating a plan for helping the student.
        Consistency
        Providing a consistent and safe routine can be helpful for the effected students. Write a clear and understood agenda on the board. Use entry and exit routines effectively and consistently. The student will feel safer when he/she knows what to expect.
        Transitions
        Give plenty of warning before any sort of change in activity. Give advanced warning before doing anything unexpected such as clapping, making a loud noise or turning off the light.
        Provide choice
        Students with trauma experience a lack of control. By providing choices during a class we can help them exercise control within their anxiety. This can take form in therms of seat selection, or book choice.
        Make an “out” plan
        Creat a strategy for students who may feel triggered at a point. Allocate a safe space that they can exit to if they are feeling overwhelmed. Make sure this space is a place you know. Give the student time to calm down or regulate their emotions.
        Showing up
        Being present and a consistent presence int he room can be beneficial to students with trauma. Let the student know that you accept their emotions, behavior and support them no matter what. Being the positive and encouraging adult in their life can greatly help the student.
        
        Conducting a Quick Screen for Trauma
        https://www.youtube.com/watch?v=rKTYOAI65zE
        
        Common Reactions To Trauma
        (https://www.youtube.com/watch?v=W5AKrdhMHSA)
      - Avoidence
        After such an experience the student may be consciously trying to avoid engagement. They will. be doing this to try not to think about the event. Depending on the nature of the traumatic event students will try to avoid triggers that will remind them of the event. This will give them flashback of the event and fuel the above symptom of reexperiencing. This is a vicious cycle.
        
        .
      - Being on Edge
        Students can show signs of being nervous or on edge for a lot of the time. They may look and seem anxious and on the lookout for something that may happen. Due to the experience they cannot relax and settle. They will be showing signs of worry consistently. This all contributes students not being able to focus, read, or fully take part in class activities.
        
        .
      - .
- - - - Causes of Poverty
        
        low paying jobs
        
        being unemployed
        
        lack of education and opportunities
        
        lack of social services
        
        disabilities (physical, mental, emotional)
        
        discrimination
        
        Effects of Poverty on Children
        
        poor physical health
        
        poor mental health
        
        low self-esteem
        
        poor school performance
        
        less opportunities
        
        lack of safety
      - Symptoms
        
        academic issues (not finishing homework, poor test scores / grades, doesn't come to school prepared or not able to get school materials, poor concentration)
        
        academic delays (language and reading development)
        
        emotional or behavioral issues such as increased aggression or anxiety, attention seeking, neediness
        
        trouble maintaining friendships / social withdrawal
        
        irregular attendance
        
        teacher not able to contact parents
        
        poor physical hygiene / wearing dirty clothing
        
        often hungry or lethargic
        
        not bringing lunch or can't afford school lunch
        
        Strategies
        
        Food Pantries
        -Set up food pantries in schools where students are free to take home foods to eat at home with their families This helps students with food insecurities and helps with their hunger, which also helps with their brain and physical development and mood regulation. Eliminating hungers helps to lessen lethargy and gives students the energy to focus during school and at home with their work.
        
        Laundry Centers
        -Have washers and dryers available to students and parents. This allows to students to come to school with clean clothing which will help improve their self-esteem and their relationships with others (feeling more confident).
        
        Free Breakfast & Lunches
        -Schools can provide meals to students so that they are fed and have the energy to be attentive and learn in school. This might be one of the students only meals of the day as well.
        
        How One Woman Reinvented School To Combat Poverty
        https://www.youtube.com/watch?v=mKCnNZzhaMQ&ab_channel=Stories
        Stories. (2016, May 26).
        Retrieved August 01, 2021
        
        Setting Goals
        -Work with students to help them set goals and to aim for great achievements. They are in a bad situation but it doesn't mean they are bad students. Let them know that you expect greatness from them and that you are there to help them reach their goals. This allows students to build on their intrinsic motivation skills and to have the mindset that they can do it! even in the face of adversity. It also lets them know that someone believes in them, takes interest in them, and is rooting for them. Click here for some more info and worksheets
        
        Build Relationships
        -It's important for teachers to have a good relationship with their students, especially students that are struggling or that are experiencing trauma. Teachers are one constant in a child's life that is experiencing instability due to poverty. Teachers should also make sure to build a relationship with the child's parents as well. This will allow the teacher to get a better understanding of what their student is experiencing and can plan accordingly and try to come up with adequate solutions if they know a student is or will be moving, in-between housing, doesn't have access to the Internet, or cannot afford school supplies. Teachers can help set up an educational plan with parents too.
        
        SEL - Social Emotional Learning
        -Incoportate social-emotional learning in the curriculum and classroom to help students manage the emotional symptoms of their trauma. Learning to regulate their emotions will help to improve students mental health and their relationships with others. Students can also apply some SEL methods to their home life when they're feeling stressed or unsafe.
        
        Breathing Exercises: a way for students to take a step back or have a quick brain break and regulate themselves
        
        Calm Down Corner: a safe space for students to remove themselves from a situation and to be able to reflect
        
        Classroom Circles: a classroom strategy that encourages students to share their thoughts and experiences in a respectful manner. This allows students to feel heard and also builds relationships between students and their teacher or between peers. Click here to learn about different types of classroom circles.
        
        Positive Classroom Culture
        -Maintain a classroom where students feel safe to be themselves and feel like they have a community. Schools should provide stability and be a constant in children's lives. Students need consistency, especially in their school environment. Create a space where students are kind, respectful, and helpful to one another, even when students are different from one another or are struggling. Students living in poverty can struggle with maintaining friendships and sometimes feel isolated from others. These are some ways to help build peer relationships and build a a positive classroom.
        
        Team Building Exercises: these help to build bonds between students and can help spark friendships
        
        Modeling Kindness: show your students what it means to be a kind and thoughtful person by presenting positive behaviors, language, and mindsets. Acknowledge, reward, and encourage students who exhibit kindness so other students can take note
        
        Role Play: provide scenarios to students (or have them come up with ideas) and have them act out what they would do / what's the best way / the worst way so students really reflect about their behaviors and how to act moving forward
        
        Check-In's: make sure to check in with your students regularly to see how they're doing, if they assistance, or just someone to talk to.
        
        Provide Access
        -Have the Internet, newspapers, books, printed information available in the classroom so students are able to have access to information that they wouldn't be able to get at home. Let students borrow and take the physical materials home. This additional exposure helps to build students' cultural awareness, increases their literacy, and also gives them materials they can use to complete their homework, projects, or to study.
        
        Also provide access to school materials for students as well. Make sure students have basic necessities such as pens, pencils, erasers, and notebooks.
        
        After-School Services
        -Provide after-school services to students such as study hall, homework help, one on one tutoring, enrichment activities. This also provides extended care for students who are living in an unstable home environment or whose parents are working post regular school hours. These services can help students improve their grades and close the gap on any academic delays. The services provide an academic space for students and can give access to the Internet and computers which they may not have at home. Enrichment activities like sports, the arts (music, theatre, visual), tech club provides students with extracurricular activities that their parents wouldn't be able to afford. These activities help to keep students engaged, provides a stable place for them to grow and learn, and can also help them to build friendships.
  - - - Verbal Bullying : saying or writing mean things to other classmates
        Teasing / Name Calling / Inappropriate sexual comments / Taunting / Threatening to cause harm..
        
        Social Bullying : relational bullying, hurting someone's reputation or relationships
        Leaving someone out in purpose / Telling other classmates not to be friends with someone / Spreading rumors about someone / Embarrassing someone in public..
        
        Physical Bullying : hurting someone's body or possessions
        Hitting / Kicking / Pinching / Spitting / Tripping / Pushing / Taking or breaking someone's things / Making mean or rude hand gestures
      - Symptoms
        
        Emotional and behavioral
        Changes in sleep patterns, eating patterns, frequent tears or anger, mood swings, feeling ill in the morning, aggressive and unreasonable, refuses talking, continuously loses money or starts steeling, becomes withdrawn or starts stammering
        
        Physical
        Has unexplained bruises, cuts, scratches / Comes home with missing or damaged belongings or clothes / Comes home hungry
        
        Other symptoms
        Doesn't want to go to school / Changes their route or are frighted walking to school / Doesn't want to go to school taking public transportation / School grades begin to fall
      - Strategies
        
        Social Emotional Learning
        Teachers could use SEL in the class to prevent or eliminate bullying. Students can have a time to talk about their emotions and learn about others. They need to learn why they can't do such behavior to each other.
        
        Experience of bullying
        Students can talk about their own experience of being bullied and talk about how it felt.
        
        Discussion
        Teachers could give or show a certain situation of bullying and ask the students "What will you do?". Teachers could also ask "How would you feel" and let the students think about the situation in more depth.
        
        Positive and negative words
        Students can think of positive and negative words they have heard before. They can talk about how the words made them feel and how their behavior changed because of that word. (e.g. "Good" Students felt more confident about themselves)
        
        Anti-Bullying project
        Students can make posters and videos about anti-bullying.
        
        Counseling
        Students need adults who they can trust to talk about their issues. Not every students have supporting parents with these issues and some students might hesitate to talk to their parents or teacher. If the school has a counseling system in school it might prevent students from having severe trauma.
        
        Students who are bullying others might need the help of adults as well. Teachers should try to find out they the student have been bullying others.
        
        Rules & Discipline
        The school or the teacher should have rules in the classroom for bullying. Students need penalty or discipline for their behavior.
        
        Build positive classroom climate
        Build positive norms for the classroom. Students need to feel secured when they come to school. They should feel welcomed and belonged in the classroom.
        
        Group Work
        Through doing various group works, students will learn how to respect each other and learn that they are on the same team.
        
        PTA meetings
        Knowing each student's family background and talking to their parents might help the teacher understand student's behavior when problem occurs. It is important that the teacher is keep playing attention to every student.
  - - - Some symptoms teachers may notice are;
        Difficulty completing work on time or taking part in exams
        Decreased academic performance
        Difficulty keeping up relationships with school friends
        Difficulty getting around the school environment
        Difficulty participating in some school activities (for example, physical education or excursions)
        Feeling less confident and less motivated, also possibly affecting self-esteem and body image
        
        Assignment accommodations. Teachers or professors may give special assignments to students who cannot complete the regularly assigned project. For example, if students are to attend an artistic performance, a student who is receiving medical treatment at the time and is unable to attend may be able to watch an alternative performance on video.
        
        Physical accommodations. Schools may provide special transportation services or vehicles to accommodate a student’s physical needs, such as when a student is in a wheelchair.
        
        Out-of-classroom academic instruction. Special teachers may provide classroom instruction at home or in the hospital. Distance learning options may help students who spend extended time outside the classroom.
        
        Supporting a seriously ill student in school
        
        Children With Cancer Discover Themselves Through The Lens
        
        Testing accommodations. Depending on their limitations, students may get extra time, take the test in a modified format or use special aids, such as optical character recognition or speech-to-text. Hospitalized students may receive individually proctored exams.
      - References
        OPD.com, May 2015 Children With Cancer Discover Themselves Through The Lens. Retrieved July 27, 2021 from https://www.opb.org/artsandlife/article/children-with-cancer-discover-themselves-through-the-lens/
        Great Ormond Street Hospital, February 2017, Supporting a seriously ill student in school. Retrieved July 27, 2021 from https://www.gosh.nhs.uk/conditions-and-treatments/procedures-and-treatments/supporting-seriously-ill-student-school/
  - - - Create a Buddy System
        Having a consistent person that a homeless student can eat lunch with, walk to class with, etc. will help them have some stability and feel more at ease at school, especially within the first few weeks.
      - Maintain Structure
        Homeless students likely do not have a lot of consistency or structure to their daily routine. Providing a structure and routines and sticking to it will help every student feel more at ease and in control, but especially homeless students who likely are not getting structure elsewhere.
      - Make sure their basic needs are met
        This one can be heard for educators to control, and would need to be done in conjunction with admin and social workers within the school if possible.
        Using Maslow's Hierarchy of Needs as a blueprint, if students don't even have their base-level, physiological needs met - access to basic necessities like running water, food, etc. or their second-level safety and security needs met, they won't be able to move on to the higher levels of the hierarchy.
        Simply put - if students don't have access to food and shelter there's no point in them worrying about their algebra grade.
      - Have a Daily Check In
        This is also a part of maintaining structure. Whether it's a quick chat after class or another time of the day, teachers can make time to talk to a homeless student every day to check in with them, see how they're feeling, how things are going with them, etc.
      - Make Time for Assignments at School
        Homeless students otten do not have a consistent place to go to after school, and therefore maybe don't have access to a quiet space to do their homework. Due to this they can benefit from having time during school hours to work on their assignments.
    - - Attendance Problems
        Being in a constant transient state makes barriers to finding transportation, being able to complete assignments, etc.
      - Sleep Deprivation
        Without access to a permanent place to sleep, homeless students are forced to sleep in a variety of places - on the street, in shared motel rooms, in a vehicle, etc. This often rarely leads to a good night's sleep and will affect their focus during the day and also likely lead to them sleeping in class.
      - High Stress
        Homeless students face a lot of issues that their peers do not - Where will I sleep tonight? Where is my next meal coming from? Could I potentially be separated from my parents? etc. Worrying about these types of issues leads to incredible stress.
      - Behavioral Issues
        Students who are homeless often come from unstable families. The lack of support from parents, combined with exposure to events such as domestic abuse, alcoholism, etc. can lead to students having behavioral issues in school.
    - - Story of One Homeless Student
        https://www.youtube.com/watch?v=_6rJvT34_sw
      - Homeless Students Tell Their Stories
        https://www.youtube.com/watch?v=lBCW7mD-P5g
      - Statistics On Homelessness In Schools
        https://www.edweek.org/technology/number-of-homeless-students-hits-all-time-high/2020/02
  - - - Symptoms students may manifest and teachers may notice.
        Increased anxiety: Student feeling afraid to go out and have interaction with police.
        Being silent: Student does not want to talk about racism as it triggers the pain and hurt of the trauma.
        Lack of sleep/insomnia: Student having trouble sleeping due to experiencing nightmares.
        Rage: Student feels rage at the result of feeling voiceless.
        Academic decline: Difficulties performing academic challenges that were not present before.
        
        What schools can do to support BIPOC students
        -Create meaningful relationships with BIPOC students so they don't feel disconnected from school.
        -Encourage leadership roles for black students and teachers in school.
        -Listen to black students and validate their feelings.
        -Hire a diverse school staff.
        -Foster community involvement in the school among the students.
        -Hire counselors, psychologist, social workers and nurses who can assist with the needs of the students.
        -Engage in activism in order to feel a sense of empowerment.
        
        Strategies
        -Seek support from close friends and loved ones.
        https://www.theafrocolumn.com/racial-trauma-coping-strategies/
        -Seek support (e.g. community, counseling, religious leader, spiritual leader).
        https://www.hawkeyecollege.edu/about/diversity-inclusion/racial-trauma#:~:text=%20Here%20are%20some%20suggestions%3A%20%201%20Acknowledge,engage%20in%20community%20service%20or%20activism.%20More%20
        -Listen to other people of colour stories.
        https://theurbanactivist.com/idea/racial-trauma-unchaining-ancestors-stories-to-heal-cities/
        -Connect with like minded people who can validate your feelings.
        -Regulate your nervous system by doing mindfulness and relaxation exercises.
        https://www.youtube.com/watch?v=wlYS37oCaRM
- - - - Abuse comes in many forms: physical, verbal (emotional) and sexual. Physical abuse is one of the most common forms of abuse. It is characterized by physical injury or harm done to a child by a parent or caregiver. This can include marks, cuts, bruises, broken bones, welts, sprains, etc. It can be intended or not (NCTSN).
        
        Emotional abuse is also known as psychological or verbal abuse and is one of the most common forms of abuse against children. The ramifications of this abuse can be just as harmful as physical and sexual abuse. This can include rejection, yelling, teasying, bullying, etc. (kidshelpline.com.au).
        
        https://www.youtube.com/watch?v=y7bKFMO0d-w
      - Sexual abuse is any interaction between a child and another child or adult for the sexual stimulation of the perpetrator or observer. This act of violence can include touch or not. Examples include: sexual harassment, molestation, rape, child pornography, exposing children to pornography, exhibitionism, and voyeurism (NCTSN).
      - What to look out for
        
        For sexual abuse: an increase in nightmares or other sleeping difficulties; withdrawn behavior; angry outbursts; anxiety; depression; not wanting to be left alone with certain individuals; having sexual knowledge, language, and/or behaviors that are inappropriate for the child's age.
        
        For physical abuse: aggressive behavior; depression; anxiety; trouble developing friendships, trust issues, frequent injuries, dehydration, arms nd legs are always covered
        
        For emotional abuse: low self-esteem/confidence, lack of doing or the decline of doing schoolwork; extreme behaviors; fear; shame; guilt; anxious; self-harming, etc.
        
        Strategies
        
        Be a trusted adult, know the signs of what is appropriate behavior for that age group; trust your intuition if you feel something is wrong; follow school procedures for handling abuse situations
        
        Defend Innocence
    - - References: Kidshelpline
  - - - Effects of Civil Unrest or Wars
        
        Usually interpersonal i.e. occurs between people
        
        Involves ‘being or feeling’ trapped
        
        Has different coping strategies. These include alcohol and drug use, self-harm, over- or under-eating, etc.
        
        Affects emotional and physical health, wellbeing, relationships and daily functioning
        
        Often has more severe, persistent and cumulative impacts
        
        Involves challenges with shame, trust, self-esteem, identity and regulating emotions.
        
        Videos
        
        [What Happens To Schools In War Zones?] (https://youtu.be/LGlchPuFutE)
        
        https://youtu.be/2iz2tNiRpeY)
      - Strategies
        
        Ease transitions. Give time warnings ahead of activity transitions for example, you have 3 minutes until we switch groups. Warn ahead of doing something unexpected, such as turning off the lights or making a loud sound.
        
        Provide choice. People with trauma history experience a lack of control. Provide safe ways for students to exercise choice and control within an activity and within the environment (choice of seats, choice of book, etc).
        
        Provide structure and consistency. Write the agenda on the board. Use entry and exit routines. When a student knows what to expect, it can help her to feel safe.
        
        Develop strengths and interests. Focus on an area of competence and encourage its development to contribute to positive self-concept.
        
        Communicate with counselors or social workers. providing specific information about your students, these are great resources for more information about recognizing and understanding the impacts of trauma.
        
        Be there. A lot of working with students with trauma history is just showing up, every day, and accepting the student no matter what behaviors emerge. Be an adult in that student’s life who is going to accept them and believe in them, no matter what.
        
        Build relationships
        It is important to have a good relationships with your students. But for children who have been affected by trauma, strong connections are vital. Rich relationships with teachers help children form the foundations of resilience.
        
        Create a safe environment
        You play a critical role in making your students feel welcome in your classroom. “Students have to feel secure and connected, both to adults and to peers, in order to learn,”
        
        Meet students where they are
        To help a student experiencing trauma feel settled in the classroom, you might need to make special accommodations.
        
        Common Trauma Symptoms in Students
        and Helpful Strategies for Educators
        
        (https://ies.ed.gov/ncee/edlabs/regions/appalachia/events/materials/04-8-20-Handout3_common-trauma-symptoms-and-helpful-strategies-for-educators.pdf)
      - Symptoms Traumatic Events and Learning
        
        Symptoms resulting from trauma can directly impact a student’s ability to learn. Students might be distracted by intrusive thoughts about the event that prevent them from paying attention in class, studying, or doing well on a test. Exposure to violence can lead to decreased IQ and reading ability. Some students might avoid going to school altogether.
        
        Exposure to violence and other traumatic events can disrupt youths’ ability to relate to others and to successfully manage emotions. In the classroom setting, this can lead to poor behavior, which can result in reduced instructional time, suspensions, and expulsions. Long-term results of exposure to violence include lower grade point averages and reduced graduation rates, along with increased incidences of teen pregnancy, joblessness, and poverty.
      - Resources
        Venet, A. S. (2014, September 14). 8 ways to support students who EXPERIENCE TRAUMA. Edutopia. Retrieved July 27th, 2021 from https://www.edutopia.org/discussion/8-ways-support-students-who-experience-trauma.
        Complex trauma and mental health.
        Blue Knot Foundation. (n.d.). Retrieved July 27th, 2021 from https://www.blueknot.org.au/Resources/Information/Understanding-abuse-and-trauma/What-is-complex-trauma/Complex-Trauma-and-mental-health.
        How does trauma affect children? TSA | How trauma impacts students. (n.d.). https://traumaawareschools.org/impact. Retrieved July 27th, 2021 from https://traumaawareschools.org/impact
        Trauma-informed strategies to use in your classroom: Resilient educator. ResilientEducator.com. (2021, June 8). Retrieved July 27th, 2021 fromhttps://resilienteducator.com/classroom-resources/trauma-informed-strategies/
  - - - Emotional - it can be defined as a "failure to act or notice a child’s emotional needs". This is not the same as emotional abuse, which is often intentional. Emotional neglect is usually "an intentional disregard for a child’s feelings".
        An example of this could include:
        
        Dismissing a child's concerns about a friend at school. Over time, the child learns that their emotional needs are not important.
        https://www.healthline.com/health/mental-health/childhood-emotional-neglect#what-it-is
      - Medical - defined as "a parent or guardian’s failure to provide adequate medical care for their child or children. The term can encompass a variety of neglectful behaviors:
        
        Failure to recognize obvious signs of physical injury, medical illness, or mental health
        
        Delaying seeking medical assistance for an acute illness
        
        Ignoring medical recommendations by a physician
        
        Bringing the child to a health care setting only when the child becomes seriously ill or near death."
        https://stmlearning.com/news/blog-posts/defining-medical-neglect/
      - Physical - "Failure to thrive, malnutrition, severe dehydration, ongoing and untreated illnesses, and exposure to harm due to being unsupervised are all examples of the consequences of physical neglect."
        https://abuseandneglectdefense.com/physical-neglect/
      - Educational neglect is defined as a failure to provide access to education. It can include any of the following:
        
        not registering a child for school
        
        keeping a child off from school (often to minimize the risk of being reported for abuse)
        https://www.kaplanco.com/ii/six-types-of-neglect
      - Environmental - this is also related to physical neglect and occurs "when a child's home environment is filthy. Rotting food may be left out, there may be infestations of rats or cockroaches, and children may regularly come to school in dirty clothing."
        https://www.kaplanco.com/ii/six-types-of-neglect
      - Supervisory - "occurs when the adult responsible for a child either fails to supervise and keep the child from being harmed or fails to have someone else supervise the child and keep him or her from harm. This type of neglect can occur continually or only happen one time. Two examples of supervisory neglect include failing to supervise a child around weapons and other dangerous circumstances and leaving a child with an impaired caregiver."
        https://www.kaplanco.com/ii/six-types-of-neglect
    - - Although there is a link between poverty and neglect, "Not all children who are neglected are from impoverished families and not all children from impoverished families are neglected."
        https://aifs.gov.au/cfca/publications/understanding-child-neglect
        
        Strategies
        
        Report any concerns to your school management team or school counsellor
        
        Conduct a clothing drive/swap so that neglected children have access to proper and appropriate clothing
        
        Consider the provision of snacks and providing a place where a neglected child might take a shower.
        
        Pay attention to students' basic needs for warmth and security.
        
        Do not act shocked or disgusted when a child makes a revelation about their situation - this can have a negative impact on the child's recovery
        
        Be supportive in your response to the
        child and let them know that it isn't their fault
        
        Provide creative outlets for the child to express themselves, such as with painting, writing and drawing
        
        Treat all students with kindness, empathy and understanding and respect
      - Problems caused by neglect
        
        Children may lose the capacity to form meaningful relationships. Problems "can range from mild interpersonal discomfort to profound social and emotional problems."
        https://www.nacac.org/resource/supporting-maltreated-children/
        
        Neglect can affect brain development, "traumatic experiences trigger a state of fear-related activation in abused and neglected children’s brains." This can cause children to develop:
        
        hyper-vigilance
        
        increased muscle tone
        
        a focus on threat-related cues
        
        anxiety
        
        behavioral impulsivity
        https://www.nacac.org/resource/supporting-maltreated-children/
  - - - Many refugee children have experienced trauma related to war or persecution that may affect their mental and physical health long after the events have occurred (Wu, 2017).
    - - Stomach aches, headaches, crying, Thoughts about the traumatic event that won't go away,
      - Hopelessness, Avoiding thinking or talking about anything that reminds him or her of the traumatic event
      - A sense of responsibility or guilt for the bad things that have happened, Trouble at school, Fear of separation from parents, Loss of faith
      - Nightmares, Trouble paying attention,
        Trouble falling asleep, or sleeping too much
      - Trouble managing behavior or emotions, Problems in relationships including peers, family, and teachers
    - - Work to build trust with all family members
      - Focus on aspects of the mental health services that relate to the family’s expressed values
      - How can we help children feel proud about where they come from as well as helping the community be aware of how hard it must be to be displaced? Schools need to help the kids in the class understand this without the refugee kid having to be the main educator
      - Prepare for refugees’ arrival well in advance. Stimulate pupils’ interest in their situation and what might make them feel welcome.
      - Learn to spot signs of depression and anxiety, such as behavior changes or prolonged withdrawal.
      - https://www.youtube.com/watch?v=mpk7haVIJD0
    - - Miller, K. K., Brown, C. R., Shramko, M., & Svetaz, M. V. (2019). Applying Trauma-Informed Practices to the Care of Refugee and Immigrant Youth: 10 Clinical Pearls. Children (Basel, Switzerland), 6(8), 94. https://doi.org/10.3390/children6080094
        Wu, J. (2017, August 28). Trauma Systems Therapy for Refugees. The National Child Traumatic Stress Network. https://www.nctsn.org/interventions/trauma-systems-therapy-refugees
        ‌TEDx Talks. (2017). Helping Refugees Integrate | Irem Ergun | TEDxWarwick [YouTube Video]. In YouTube.
        ‌
- - - - Can be caused by a traumatic event. Students showing signs of ASD might be more irritable, lack attention, stressed, tired, and show a negative mood. These are constant problems that teachers see every day in many students and can be caused by a variety of things such as not sleeping well, being hungry or not being physically active enough. Teachers should watch for ASD in students who suffer from a significant injury.
        
        https://www.youtube.com/watch?v=BkWuwwGG71s
  - - - Depending on the type of injury the student has their may be some tasks the student is still capable of doing but that will be extra difficult for them to complete. Some of these will be very obvious such as writing with a broken hand, going up stairs with a leg injury. Others will be harder to identify and less obvious. For example a student with a leg injury won't be able to play a sports game at recess with their friends, a student with a broken hand might not be able to practice guitar at home which is one of their hobbies. These difficulties may result in additional stress on the student, frustration and possible anger or resentment.
  - - - Depending on the injury the student has sustained they might be unable to participate in certain activities that all the other students are doing for fun or for a lesson. This could have the student feeling left out, jealous, annoyed or angry. Some of these will be very obvious. For example, a student with a broken leg wont be able to play soccer. Some might be harder to identify such as a young student needing help to use the toilet with a broken hand. The hard part arises with addressing these feelings of the student to make them feel included while not making them feel as a burden to the class. The teacher will also need to identify areas the student may need help in but be too shy to ask for help.
  - - - Different students may react to stress and injury in different ways. Some students may use the injury to try to receive extra attention to help them deal with the stress they are feeling. This could include drawing attention to their injury frequently and often during inappropriate times, using their injury as an excuse to not do something and playing the severity of their injury up.
- - - - Emotionally distant parents
        Busy parents (Work commitment)
        Divorced parents
        Mental illness
        Health demands
        ADHD
        Autism
        Limited psychological capacity
        Unfaithful parent
        Rejecting parent
        Deceased parent
        Narcissistic parent
      - Due to the child's unique circumstances such as:
        Gender
        Culture
        Medical issues
        Mental issues
        Physical deformity
        Family relations
    - - Emotionally distant
      - Overly sensitive emotions
      - Low problem solving skills
      - Solutions
        
        Identify trauma triggers
        
        Something in the class, students actions or your actions as a teacher may be triggering to the student without you realizing it. By observing the student for patterns of inappropriate behavior you may find what distracts them, or makes them anxious. Help them avoid these situations.
        
        Be emotionally and physically available
        
        Be emotionally and physically available
        
        Respond, dont react
        
        The teachers reaction may trigger the student who is already feeling overwhelmed. By keeping calm, lowering your voice and acknowledging their feelings, could help their cause
        
        Avoid punishments
        
        Punishment may make the abused student feel more stress than they are already feeling. This might make them feel overwhelmed. When students are upset, act out, or dont do the required task, lower your voice, acknowledge their feelings and be honest and reassuring.
        
        Dont take behavior personally
        
        Allow the child to feel his or her feelings without judgement. Help the student to express their feelings in various ways
        
        Listen
        
        Dont avoid difficult topics with the student, listen to them and what they want to say to you. Let them know its normal what they are feeling. Reassure them what has happened is not their fault
        
        Help the student to learn to relax
        
        Encourage the student to practice slow breathing, listen to calm music or say positive things
        
        Allow some control and power
        
        Having students take control in the class through leadership roles can help them with a sense of having control of their own life.
        
        Encourage self-esteem
        
        Positive experiences can help students from trauma and increase resilience. This can be done through giving students a cause, a community, group to belong to and being in service to others
        
        Celebrate small victories
        
        Whatever they might succeed in or do, celebrate it, even if it seems small to you, it might be significant to them
      - May react violently or inappropriately to situations
      - Low common skills that they should know
  - - - Most abuse at home isn't physical but mostly verbal or emotional. Students go home to parents who abuse them, either physically or verbally. However this abuse can range
        
        Causes
        
        Due to the child's unique circumstances such as:
        Gender
        Culture
        Medical issues
        Mental issues
        Physical deformity
        Family relations
        
        Emotionally distant parents
        Over controlling parents
        Enmeshment
        Having to step up as 'little adults'
        Being the black sheep
        Facing parents 'envy'
        
        Symptoms
        
        Students are emotionally distant
        
        Students are overly sensitive to other students moods
        
        Students are emotionally sensitive
        
        More vulnerable to stress
        
        May react violently or inappropriately to situations
        
        Trouble in making friends or have problems with authority figures
        
        Worst case scenarios are physical injuries
        
        Solutions
        
        Identify trauma triggers
        
        Something in the class, students actions or your actions as a teacher may be triggering to the student without you realizing it. By observing the student for patterns of inappropriate behavior you may find what distracts them, or makes them anxious. Help them avoid these situations.
        
        Be emotionally and physically available
        
        By providing the student attention, comfort and encouragement the teacher may help the student open up more in their academics and the to the class.
        
        Be patient
        
        Trauma does not go away fast and so the teacher needs to be patient with the student respecting them to take their own time through their recovery
        
        Be consistent and predictable
        
        By having a regular routine and being consistent with students, can help prepare them for changes and new experiences
        
        Avoid punishments
        
        Punishment may make the abused student feel more stress than they are already feeling. This might make them feel overwhelmed. When students are upset, act out, or dont do the required task, lower your voice, acknowledge their feelings and be honest and reassuring.
        
        Respond, dont react
        
        The teachers reaction may trigger the student who is already feeling overwhelmed. By keeping calm, lowering your voice and acknowledging their feelings, could help their cause
        
        Allow control and power
        
        Having students take control in the class through leadership roles can help them with a sense of having control of their own life.
        
        Dont take behavior personally
        
        Allow the child to feel his or her feelings without judgement. Help the student to express their feelings in various ways
        
        Encourage self-esteem
        
        Positive experiences can help students from trauma and increase resilience. This can be done through giving students a cause, a community, group to belong to and being in service to others
        
        If the teacher suspects any life threating abuse or suspect any form of continuous abuse, they have to let their superiors know
        
        Dont be afraid to ask for help from the school councilors or other teachers
        
        https://www.youtube.com/watch?v=49GzqPP7YYk&ab_channel=OfficeforVictimsofCrime
        
        https://www.youtube.com/watch?v=mjG3xNxtU1E
        
        https://www.youtube.com/watch?v=JET9bNlkNog&ab_channel=AmericanPsychologicalAssociation
      - https://www.youtube.com/watch?v=GX9woZi0HUY&ab_channel=TED